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Author: Donna Erdman Publisher: Shell Education ISBN: 1425800262 Category : Education Languages : en Pages : 225
Book Description
Integrate TI Graphing Calculator technology into your mathematics instruction with these resource books. Lesson plans are easy to follow and each lesson explains the concepts, demonstrates how to use the calculator, and applies the concept. Differentiate instruction with "Extension Ideas" and strategies that simplify the lessons for students needing extra support. Teacher Resource CD includes a "Using the Calculator" section to help students visualize the concepts-great for English language learners. Practice pages help prepare students for testing situations that include the use of graphing calculators.
Author: Donna Erdman Publisher: Shell Education ISBN: 1425800262 Category : Education Languages : en Pages : 225
Book Description
Integrate TI Graphing Calculator technology into your mathematics instruction with these resource books. Lesson plans are easy to follow and each lesson explains the concepts, demonstrates how to use the calculator, and applies the concept. Differentiate instruction with "Extension Ideas" and strategies that simplify the lessons for students needing extra support. Teacher Resource CD includes a "Using the Calculator" section to help students visualize the concepts-great for English language learners. Practice pages help prepare students for testing situations that include the use of graphing calculators.
Author: Jane Ah Jin Lee Publisher: ISBN: 9780494276877 Category : Graphic calculators Languages : en Pages : 306
Book Description
This study investigated teachers' conceptions of mathematics and their teaching practices with respect to the use of graphing calculators in their mathematics classrooms. Case studies on three teacher participants were developed using quantitative and qualitative data that consisted of self-assessments on beliefs in mathematics, observations, surveys on professional and personal technology use, and semi-structured interviews. All three teachers viewed mathematics as a dynamic field, emphasized understanding concepts as opposed to mechanical procedures, and preferred the construction and understanding of the concept over the memorization of procedures. All three teachers were willing to use graphing calculators in the mathematics classroom and all three had a similar goal of attempting to use the graphing calculators to eliminate mechanical processing time and enhance their students' ability to construct their own learning. The evidence from the study suggests that these teacher's practices, with respect to the use of graphing calculators in the mathematics classroom, are influenced by how proficient their students are at using this technology and how accessible the technology is. There were five major findings from the study: (1) if the mechanics of operating a graphing calculator involve at least as much mental effort as the mechanics involved in pencil and paper work, then using the graphing calculator will not free up students so that they can concentrate on constructing their own knowledge and understanding of mathematical concepts or solving more complex problems; (2) when mechanical operating issues are overcome, introducing graphing calculators into the mathematics classroom aids teachers in helping students construct their own mathematical knowledge by allowing all students to begin at a common starting point; (3) to obtain the full benefits of having students learn with the graphing calculators in the mathematics classroom, teachers must require students to use the graphing calculators when they are being evaluated; (4) teachers will determine for themselves where graphing calculators can be most appropriately used in the curriculum; and (5) teachers require strategies that will allow them to successfully deal with managing the day-to-day difficulties involved in using technological instruments such as the graphing calculator in the classroom. Implications for future study include how we can help those teachers inexperienced with the use of technology to incorporate the use of technology in their classrooms, how we need to address the need for consistent teaching practices throughout the intermediate, secondary and post-secondary levels, and how future case studies can be coded to reflect more precisely the language used by teachers to question students in the classroom. Suggestions for educators to consider when using graphing calculators in the mathematics classroom are given at the end of the study.
Author: Publisher: ISBN: Category : Graphic calculators Languages : en Pages : 199
Book Description
Graphing calculators are mainstay in the U.S. high school mathematics curriculum and because of that considerable research has been done on the effect of graphing calculators in the math classroom. Until recently most of the research on graphing calculator use in mathematics education has either been quantitative in nature, focusing on student achievement and attitude, or qualitative focusing on the teaching and learning of a particular mathematical topic (Choi-Koh, 2003; Ellington, 2003; Forester & Mueller, 2002; Smith & Shotsberger, 1997, for example). In addition, there is a growing body of research on how students are adapting graphing calculator technology to their mathematical learning (Artigue, 2002; Drijvers, 2000; Guinn and Trouche, 1999). However, none of this work addresses how students use the graphing calculator when they are working in independent situations or their perceptions of how the graphing calculator impacts their mathematical experience. My work aims to attend to this gap in the research. This dissertation reports on a mixed methods study with data consisting of survey data (n = 111) and in-depth interview data compiled from six case studies. The case study students participated in a task based interview and a stimulated response reflection interview. Particular attention was paid to both the affective and mathematical aspects of graphing calculator use. The data indicates that AP Calculus students value the ability to change the cognitive demand of tasks, the ability to engage in mathematical play, to check their written solutions, and to manage time effectively when doing mathematics. All of the students reported that using the graphing calculator in each of these ways provides them with both a mathematical and affective pay-off. Most surprising is that the ways in which the students value using their graphing calculators to solve problems does not coincide with their perceptions of what it means to 'do math' in a school setting. This result suggests that in the continuing discussion of how and if graphing calculators should be incorporated into school mathematics and assessment it is important to address this inconsistency.
Author: C. C. Edwards Publisher: For Dummies ISBN: 9780764571404 Category : Computers Languages : en Pages : 0
Book Description
If you have a TI-84 Plus Graphing Calculator, you have a powerful, sophisticated tool for advanced math. In fact, it’s so sophisticated that you may not know how to take advantage of many of its features and functions. That’s a good problem to have, and TI-84 Plus Graphing Calculator For Dummies is the right solution! It takes the TI-84 Plus to the next power, showing you how to: Display numbers in normal, scientific, or engineering notations Perform basic calculations, deal with angles, and solve equations Create and investigate geometric figures Graph functions, inequalities, or transformations of functions Create stat plots and analyze statistical data Create probability experiments like tossing coins, rolling dice, and so on Save calculator files on your computer Add applications to your calculator so that it can do even more TI-84 Plus Graphing Calculator For Dummies was written by C.C. Edwards, author of TI-83 Plus Graphing Calculator For Dummies, who has a Ph.D. in mathematics and teaches on the undergraduate and graduate levels. The book doesn’t delve into high math, but it does use appropriate math examples to help you delve into: Using the Equation Solver Using GeoMaster and its menu bar to construct lines, segments, rays, vectors, circles, polygons, perpendicular and parallel lines, and more Creating a slide show of transformations of a graph Using the Inequality Graphing application to enter and graph inequalities and solve linear programming problems There’s even a handy tear-out cheat sheet to remind you of important keystrokes and special menus, And since you’ll quickly get comfortable with the built-in applications, there’s a list of ten more you can download and install on your calculator so it can do even more! TI-84 Plus Graphing Calculator For Dummies is full of ways to increase the value of your TI–84 Plus exponentially.
Author: Donna Erdman
Author: Donna Erdman
Author: Jane Ah Jin Lee
Author: Glencoe/McGraw-Hill
Author: Kari Pratt
Author: Brendan Kelly
Author: 
Author: Richard A. Brenner
Author: United States. Office of Educational Research and Improvement
Author: Kenneth P. Goldberg
Author: C. C. Edwards